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A 

Bibliography  of  Secondary 

Education 


BEING  A  CLASSIFIED  INDEX  OF  THE   SCHOOL   REVIEW 
Volumes  I-X 


George  H.  Locke 


zi.eB 


CHICAGO 

THE   UNIVERSITY  OF  CHICAGO    PRESS 

1903 


93  S« 


/22SS 

TIIIC  DECENNIAL  of  an  educational  journal  that  aspires 
to  have  a  literary  as  well  as  a  mere  news  value  is  a  sig- 
nificant occurrence  in  this  country.  The  educational 
field  is  thickly  dotted  with  journals  of  a  more  or  less 
educational  character,  which  have  a  transitory  existence,  and, 
unless  subsidized  by  some  agency,  soon  pass  away.  Their  work 
dies  with  them  because  it  was  never  fruit-bearing  ;  if  it  attained 
the  blooming  stage  it  did  well.  But  with  the  higher  class  of  edu- 
cational journalism  there  has  been  a  certain  amount  of  conti- 
nuity. The  Academy  for  seven  years  served  well  the  interests  of 
secondary  education,  then  for  one  brief  year  Scliool  and  College 
took  up  the  work.  It  in  turn  was  succeeded  some  ten  years  ago 
by  the  School  Review,  under  the  editorial  management  of  Mr. 
Jacob  Gould  Schurman,  now  president  of  Cornell  University, 
and  Mr.  Charles  Herbert  Thurber,  now  of  the  editorial  depart- 
ment of  Ginn  &  Co.  Both  these  gentlemen  were  at  that  time 
members  of  the  faculty  of  Cornell.  As  might  be  expected, 
the  journal  assumed  a  very  high  tone,  and  the  prospectus  issued 
with  the  first  number  might  very  well  be  reissued  today,  so  high 
was  the  standard  then  set  and  so  even  has  been  the  existence  of 
the  journal.  It  was  to  deal  with  the  problems  of  secondar}- edu- 
cation, and  though  it  might  very  well  come  under  the  criticism 
passed  by  President  Hadley,  in  his  article  in  our  issue  for  Decem- 
ber last,  the  interpretation  of  that  term  has  had  to  be  elastic.  Its 
aim  has  been  to  deal  [)articularly  with  the  problems  of  the  high 
school  and  the  college,  and  so  it  justly  sets  uj)  its  claim  to  be  a 
journal  of  secondary  education,  occupying  thus  a  unique  place 
in  educational  journalism. 

When  Mr.  Thurber  was  called  to  Colgate  University  he  took 
the  School  Review  with  him,  and  when  in  1895  he  accepted  the 
invitation  of  the  University  of  Chicago  to  become  dean  of  Mor- 
gan Park  Academy  and  associate  professor  of  pedagogy,  this 
journal  became  established  in  its  present  place.  It  was  Mr. 
Thurber's  child  ;  its  growth  had  been  watched  by  him  with  a  dee-^ 


4  THE  SCHOOL  REVIEW 

interest ;  his  care  was  revealed  in  its  steady  improvement  ;  and 
its  increasing  influence  in  the  educational  world  bore  ample  tes- 
timonv  to  the  wisdom  of  his  policy.  When  in  1900  Mr.  Thurber 
resigned  his  academic  position  to  assume  the  editorial  manage- 
ment with  Ginn  &  Co.  his  mantle  fell  on  the  shoulders  of  the 
writer.  There  have  been  some  necessary  adjustments  both  in  man- 
tle and  in  wearer,  but  the  policy  of  the  journal  remains  unchanged  ; 
it  is  the  organ  of  no  particular  school  of  thought,  nor  does  it  rep- 
resent any  particular  portion  of  the  country  ;  its  idea  is  to  be 
increasingly  useful  in  helping  the  teachers  of  this  country  to 
understand  the  significance  of  their  work  and  to  realize  its  pos- 
sibilities. 

George  H.   Locke. 
Editorial  Rooms,  School  Review, 
January,  1 903. 


INTRODUCTION. 

This  is  a  classified  index  of  the  contents  of  the  School 
Revikw  during  the  past  ten  years.  It  has  been  called  a  "bib- 
liography "  because  it  is  more  than  an  index.  It  is  discrimi- 
nating and  to  a  certain  degree  descriptive,  in  that  the  arrangement' 
is  based  on  internal  rather  than  external  resemblance.  The 
scheme  of  arrangement  has  been  devised  that  it  may  be  easily 
usable  by  those  engaged  in  educational  work.  It  makes  no  pre- 
tension except  to  convenience.  It  is  simple  and  needs  no  expla- 
nation. The  editorial  notes  are  included  as  well  as  the  articles. 
Generally  these  notes,  when  of  suf^cient  importance,  are  followed 
by  the  editor's  name,  e.  g.  (C.  H.  Thurber) ,  (George  H.  Locke). 
The  difficulties,  deficiencies,  and  perplexities  of  the  ordinary 
index  have  suggested  this  work  and  this  arrangement,  and  if  it 
is  of  any  aid  to  educational  workers  the  feeling  of  indebtedness 
should  be  directed  toward  Mr.  Harvey  Carr,  fellow  in  Education, 
as  well  as  toward  the  editor. 


INDEX. 

PACE 

I,     Associations         .-.----•■  9 

II.     Bibliography 'o 

III.     Biography 'o 

iv.     i5uildings '° 

\'.     Coeducation -         -         -         -  10 

\1.     Curriculum  (General) n 

I.     Course  of  Study    -          -          -          -          ■          -          ■          -  il 

11.     Electives           -          -          ■          .          .          .         .          -  12 

VII.     Curriculum  (Special) -  13 

I.  Classics    ---------  13 

A.  College-Entrance  Requirements      -         -         -          -  13 

B.  Courses  of  Study         -          -          -          -          -          ■  I4 

C.  Methods  of  Teaching 15 

D.  Reports  of  Committees       -          -         -         -         -  15 

E.  General  Articles -         -  16 

F.  Miscellaneous    -         -          .          -         -         -          -  16 

II.  Commercial           -         -                   -          -         -         -       .  "  '7 

A.  Aims  and  Values i? 

B.  Courses  of  Study    -         -          -         -         -         -         -  I7 

III.  English    -         -         -         -----         -  17 

A.  Aims  and  Values  -         -         -         -         -         -         -  i? 

B.  College- Entrance  Requirements           -         -         -  17 

C.  Methods  of  Teaching -  18 

D.  Composition       -------  ig 

E.  Miscellaneous         -------  20 

IV.  Ethics,  Psychology,  and  Social  Sciences    -         -         -  20 
V.     History          ---------  20 

A.  Aims  and  \^alues        _.----  20 

B.  College-Entrance  Requirements      -         -         -         -  20 

C.  Courses  of  Study         -          -          -          -          -          -  21 

D.  Methods  of  Teaching     -         -         -         -         -         -  21 

VI.     Mathematics     -          ------          -  22 

A.  Aims  and  \'alues  -------  22 

B.  College-Entrance  Re(juiremenis          .         -■        -  22 

C.  Courses  of  Study    -------  22 

D.  Methods  of  Teaching         -----  22 


8  THE  SCHOOL  REVIEW 

PAGE 

VII.     Modern  Languages       ------.-  23 

A.  French      --------  23 

B.  German  -         -         -         -         -      .  -         -         -  23 

C.  General  Articles  ------  23 

VIII.     Natural  Sciences  -------  24 

A.  Biology     --------  24 

B.  Chemistry      --------  24 

C.  Physics      --------  24 

D.  Physiography         -------  25 

E.  General  Articles         ------  25 

VIII.     Education — -Conditions  and  Tendencies         -         -         -  26 

1.  Australia      ---------  26 

2.  Canada     ----------  26 

3.  Egypt  ---------  26 

4.  England  ---------  i() 

5.  France  ---------  27 

6.  Germany  ---------  28 

7.  Hungary       ---------  29 

8.  Russia      ----------  2q 

g.   Scotland        ---------  29 

10.  Switzerland        ---------29 

11.  United  States        --------  29 

12.  Wales      ----------20 

IX.     Higher  Education  -------  30 

X.     High  School  and  College        ------  31 

I.    College-Entrance  Requirements         -         -         -         -  31 

II.    Committees  and  Reports       ------  33 

III.  General  Articles        -------  34 

IV.  Systems  of  Admission  -------  34 

XI.     High-School  and  Grammar  Grades     -         -         -         -  35 

XII.     Hi(;h  School  and  the  Pupil 35 

I.    Adaptation  to  the  Pupil    ------  35 

II.    Discipline    --------  36 

III.  Miscellaneous  -.-..--  36 

IV.  Moral  Training    --------  37 

XIll.     Hk.ii  ScHf)()L  and  Society     ------  38 

XIV^     History  of  Education 39 

X\'.      LlHRARIES 39 

X\I.       I'SYCHOLOGV    AND    PKDAGOCiV 39 

XVII.      SUI'ERVISION    AND    INSPECTION  -----  40 

X\'III.        ri<AININ(;    OK     HUiM-SCHOOL    TkA(  IMCKS  -  -  -  -  40 


I.     ASSOCIATIONS. 

More  Business  Purpose  in  Teachers'  Organizations.     W.  M.  Davis,  V, 
40-42;     F.    W.    Kelsey,   IV,    594-603;    IV,    690,    691    (C.    H. 

Thurber). 
Association  of  Colleges  and  Preparatory  Schools  of  the  Middle  States 

and    Maryland.     II,  39,  40;    III,    S7-110;    V,   46,    47,   (C.    H. 

Thurber);  VIII,  26-37  (F.  H.  Howard). 
Association  of  Colleges  and  Preparatory  Schools  of  the  North  Central 

States.     IV,  257-333;  V,  38,  39. 
Association  of    Colleges    and    Preparatory    Schools    of   the    Southern 

States.     VII,   145-85;  VIII,    72-123;    IX,   79-119;    X,   214-72, 

796-8  (George  H.  Locke). 
Associated  Academic  Principals  of  the  State  of  New   York.      F.   H; 

Howard,  IV,  99-101. 
Binghamton  Conference.     L.   R.  Hunt,  I,  296-300. 
Conference  of  Affiliated  and  Co-operating  Schools  of  the  University 

of  C'hicago.      IV,   25-45  ;   X,  1-99. 
Head-Masters' Association.     II,   98. 
Holiday  Conference  of  1893.     ^^>  99-101. 
Holiday  Conference  of  1896.     F.  D.   Boynton,  V,  236-9. 
Holiday  Conference  of  1897.     F.  H.  Howard,  VI,  94-100. 
Illinois  Schoolmasters'  Club.     X,  711-13  (George  H.  Locke). 
Michigan  Schoolmasters'  Club.     II,  373-9;  V,  95-128;  VI,  116-33. 

419-23;  VII,  215-45. 
Classical    Conference,  Michigan  Schoolmasters'  Club.     Ill,  354-96  ; 

V,  605-24  ;  VI,  424-81;  VII,  321-30;  VIII,  313-34;  X,  154-6; 

374-95- 
National     Educational     Association,    Jacksonville.        IV,     232,    233  ; 

Buffalo,  IV,  539,  540. 
National  ICducational   Association   (Superintendence),  IJoston.      W.  A. 

Baldwin,  I,  234-8. 
National     Educational     Association,    Denver.     C.    H.    Thurber,    III, 

422-33. 
National  Herbart  Society  —  Its  Reorganization.      \'II1,  562,  563. 
New  England  Association  of  Colleges  and  Preparatorv  Schools.     R. 

G.    Huling,    I,    587-667;    II,    593-682;    III,    152-84,   597-6S5; 

IV,   713-83;    V,    641-728;  VI,  691-781;    VII,   577-632;  VIII, 

569-625 ;   IX,  613-81 ;   X,  729-77. 

9 


lo  THE  SCHOOL  REVIEW 

New  Hampshire  High-School  Institute.     I.  H.  Upton,  II,  556,  557. 

Northern  Michigan  Teachers'  Association.     VI,  53-5. 

Thirty-seventh  University  Convocation  of  the  State  of  New  York.     F. 

H.  Howard,  VII,  418-23. 
The  iMeeting  Habit.     VII,  1,2   (C.  H.  Thurber). 

II.     BIBLIOGRAPHY. 

Bibliography  on  Secondary  Education,  History  of  Secondary  Educa- 
tion in  United  States.     E.  E.  Brown,  V,  S4-94  ;    139-47. 

Books  on  Natural  History  Suitable  for  a  School  Library.  VIII,  563,  564. 

Most  Essential  Books  for  a  High-School  Classical  Library.  C.  L. 
Meader,  IV,  149-57. 

Recent  Educational  Bibliography.  J.  I.  ^^'yer,  VI,  615-18;  VII, 
478-82;  VIII,  475-84;  IX,  534-42  ;  X,  605-14. 

References  on  the  Report  of  the  Committee  of  Ten.     II,  558-60. 

References  on  the  Policy  of  the  State  Toward  Education.  II, 
560,  561. 

Selective  Bibliography  for  Classics.     LB.  Burgess,  V,  625-35. 

III.     BIOGRAPHY. 

Arthur  Herbert  Dyke  Acland.     C.  H.  Thurber,  III,  129,  130. 
In  Memoriam — C.  F.  P.  Bancroft.     G.  D.  Pettee,  X,  257-69. 
Henry  Barnard.      C.  H.  Thurber,  VIII,  505,  506. 
George  William  Curtis.     O.  B.  Rhodes,  II,  305-9. 
S.   S.   Laurie.     C.  H.  Thurber,  II,  465-7. 
Vittorino  Da  Feltre.     C.  H.  Thurber,  VII,  295-300. 

IV.     BUILDINGS. 

High  School,  Colorado  Springs,  Col.     G.  B.  Turnbull,  I,  683-7. 

High  School,  Fort  Wayne,  Ind.   (illustration).     X,  649. 

High  School,  Joliet,  111.     J.  S.  Brown,  IX,  417-32  (illustrated). 

V.     COEDUCATION. 

Advisable  Differences  between  the  Education  of  Young  Women  and 
that  of  Young  Men.  j.  F.  (Voucher,  VII,  577-92;  .Vlice  Free- 
man Palmer,  592  4  ;  W.  C.  Collar,  594-6  ;  W.  T.  Sedgwick, 
596,  597  ;  C:harles  W.  I-:iiot,  597-9. 

('ant  Concerning  Coeducation.     V,  45,  46  (C.  H.  Thurber). 

Ratio  of  Men  to  Women  in  the  High  Schools  of  the  United  Slates. 
A.  F.  Nightingale,  IV,  86-98. 

Salaries  of  Woujcn  Teachers.      IV,   687,   688. 


BIBLIOGRAPHY  OF  SECONDARY  EDUCATION  I  I 

VI.     CURRICULUM    (GENERAL). 

I.       COURSE    OF    STUDY. 

Amount  of   Work   per  Week   in    High  Schools.      E.   O.   Marsh,  F.  R. 

Hathaway,  V,  99-116. 
Collegiate  Work  in    High  Schools.     E.  C.  Peirce,  A.  W.    Tressler,  V, 

117-28. 
Course   of   Study  —  Concrete  Illustrations.     VII,  48-50,  M.  C.  Smart, 

497-501,  E.  V.  Robinson. 
Course  of  Study —  An  E.xperinient  in  Schedule  Making.     W.  II.  Butts, 

II,  412-18. 
Course  of  Study — Committee  of  the   State  Teachers'   Association  of 

Missouri,  IV,  546-8. 
Course    of  Study  of    a    Commonwealth    School.     Foster    Watson,  X, 

304-12. 
Course    of    Study   (Medford,    Mass.).     VIII,    433-5  5    I^.  405.    4o6, 

George  H.  Locke, 
Course   of  Study   for   High   Schools  in   Louisiana.      II.   E.  Chambers, 

VII,  56,  57- 

Course  of  Study  for  High  Schools  and  Academies  in  the  State  of  New 
York.  VII,  58-60  ;  VII,  483-5,  F.  D.  Boynton  ;  VIII,  405- 
13,  F.  D.  Boynton. 

Course  of  Study — Program  for  Preparatory  Schools,  Southern  Asso- 
ciation.    VIII,  74,  75. 

Course,  Program,  and  Curriculum.     VII,  513,  514  (C.  H.  Thurber.) 

Curriculum  of  a  Small  High  School.     E.  J.  Goodwin,  III,  268-81. 

Determining  Factors  in  Secondary-School  Curriculum.  W.  S.  Sutton, 
X,  687-700. 

Differentiation  of  the  High  School — The  Coming  Movement  in  Edu- 
cation.    Herbert  Miller,  I,  418-22. 

Educational  Values  as  Assessed  by  the  Committee  of  Ten.  W.  D. 
Hyde,  II,  628-45. 

Formal  vs.  Concrete  Studies  in  the  College.  Charles  DeGarmo,  II, 
2 1-6. 

Home  Reading  for  the  Secondary  Schools.     G.  P.  Du  Bois,  HI,  485-95. 

Important  Reports  for  Secondary  Education.     IV,  541-8. 

Influence  of  High  School  upon  Educational  Methods.  John  Dewey, 
IV,  1-12. 

Meaning  and  Purpose  of  Secondary  Education.  A.  T.  Hadley,  X, 
729-41. 


12  THE  SCHOOL  REVIEW 

What  Constitutes  a  Secondary  School.     James  E.  Russell,  J.  G.  Schur- 

man,  J.  C.  Mackenzie,  IV,  529-34. 
National  Uniformity  in  Secondary  Instruction.    W.  H.  Butts,  III,  65-86. 
National  Units.     O.  L.  Elliott,  VII,  470-72. 
Obligations  and  Limitations  of  the  High  School.     C.  F.  Thwing,  IX, 

333-46. 
Outlook  for  the  Curriculum.     J.  G.  Schurman,  1,67-73. 
Principles  Underlying  the  Making  of  Courses  of  Study  for  Secondary 

Schools.     G.  B.  Alton,  VI,  369-7S. 
Preparatory   Education   of   Medical    Students.     U.   L.    Benedict,  VII, 

18-23. 
Problems  in  Secondary  Education.     John  Dewey,  X,  13-28. 
Readjustment  of  School  Curriculum.     R.  S.  Keyser,  I,  131-40. 
Recent  Tendency  in  Secondary  Education  Examined.    Paul  H.  Hanus, 

III,  193-205. 

Relative  Values  in  Secondary  and  Higher  Education.     M.  V.  O'Shea, 

VI,  289-306. 
Report     of  the    Committee    of    Ten.     J.   C.   Mackenzie,   II,    146-55 ; 

J.  M.  Taylor,  II,  193-9. 
Report  on  Secondary-School  Studies.     J.  G.  Schurman,  II,  83-97. 
Secondary-School  Programs.     Charles  W.  Eliot,  I,  603-19. 
Six- Year  High-School  Course.     VII,  193-6  (C.  H.  Thurber). 
Some  Possible  Improvements  in  Curriculum-Making.     Abrara  Brown, 

VI,  321-7- 

Time  Relations  of  Language  and  Science.    C.  F.  P.  Bancroft,  II,  156-9. 
Should  Language  Studies  be  Limited  in  the  Interests  of  the  Sciences  ? 

D.  W.  Abercrombie,  I,  455-62. 
Training  of  the  Imagination  in  Education.     George  Harris,  VI,  692- 

709. 
Waste  in  High-School  Education.   E.  Van  Dyke  Robinson,  VIII,  422-6. 
What  Constitutes  a  College  and  what  a  Secondary  School?    R.  11.  Jesse, 

IV,  274-96. 

What  Constitutes  a  Secondary  School?     IV,  529-34. 

What  Should  the  Modern  Secondary  School  Aim  to  Accomplish?     Paul 

H.  Hanus,  V,  387-400,  433-44- 
What    Studies   Should    Predominate    in    Secondary   Schools?     A.    F. 

Nightingale,  V,  201-9. 

II.       KI.KCIIVF.S. 

An  Alternative  Subject  for  Admission  to  College  —  Physiography.    W. 
M.  Davis,  III,  632-40. 


BIBLIOGRAPHY  OF  SECOND AR Y  EDUCA  TION  1 3 

Constants  and   Klectives  in   the   High  School.     ().  I).  Robinson,  IX, 

243-51- 
Discipline  vs.  Dissi [nation  in   Secondary   Education.     Paul  Shorey,  V, 

217-30. 
Electives  in  the  High  School  at  Newton,  Mass. 
Klectives  at  Yale.     IX,  190,  igi  (George  H.  Locke). 
Elective  System  —  H.  Munsterberg's  Opinion.     VIII,  307,  308. 
Electives   in   the   High   School.     W.    H.   Smith  and    Discussion,  VII, 

232-41. 
Election  in  High  Schools.     A.  1'".  Nightingale,  IX,  65-74. 
Electives  in  the  Small  High  School.     S.  D.  Brooks,  IX,  593-600. 
Electives  in  the  Secondary  School.     VII,  65,  66  (C.  H.  Thurber). 
Electives  —  Some    Results  of   the  Galesburg   Plan.     F.  D.   Thomson, 

IX,  13-19. 
Elective  Studies  —  Where?     J.  H.  Harris,  VI,  567-76. 
Freedom  from   Prescription  an   Essential  Condition  of  Success  in  our 

Secondary  Education.     S.  Thurber,  II,  511,  512. 
Greater  Flexibility  in  High  School  Work.     W.  J.  Shearer,  IX,  137-49, 

232-42. 
Limited  Election  in  High-School  Work.      E.  G.  Cooley,  IX,  75-8. 
The  New  Principal.     VII,  67,  68. 
Options  in  Admission  Requirements.     John  Tetlow,  Charles  W.  Eliot, 

E.  H.  Capen,  E.  P.  Seaver,  F.  A.  Hill,  IV,  745-83- 
Problems  in  Secondary  Education.     John  Dewey,  X,  13-28. 
Proper  Limitation  of  Elective  Work   in   School   and  College.     C.  D. 

Schmidt,  IX,  92-100. 
Proper  Limitations  of  the  Elective  System  of  College  Studies.     G.  W. 

Miles,  IX,  100-105. 
A   Recent    Tendency  in   Secondary  Education   Examined.      Paul   H. 

Hanus,  III,   193-205. 
Rigid  Courses  vs.  Optional  Studies.     S.  Thurber,  III,  206-11. 
Rigid   vs.   Elastic   Courses  of   Study    for   Secondary  Schools.     A.  F. 

Nightingale,  VI,  307-20. 
Secondary  Education.     W.  M.  Smiley,  IV,  523-8. 
Some  Problems  of  the  Elective  System.     C.  H.  Thurber,  IX,  79-92. 
Substitutes  for  Latin  and  Greek  in   Admission   Requirements.     W.  D. 

Mooney,  X,  224-7. 

VII.     CURRICULUM  (SPECIAL). 

1.       CI..\SS1CS. 

A.     College-Entrance  Requirements. 

College-Entrance   Requirements  in  Greek.      B.  I.  Wheeler,  I,   73-S3, 
302,   303. 


14  THE  SCHOOL  REVIEW 

College-Entrance  Requirements  in  Greek.     J.  R.  Bishop,  IV,  434-7. 

College-Entrance  Requirements  in  Greek  —  The  Report  of  the  Com- 
mittee of  Twelve.     J.  H.  Harris,  IX,  183-9. 

College-Entrance  Requirements  in  Greek.      IV,  362-9. 

College-Entrance  Requirements  in  Latin.      IV,  377-S7. 

College-Entrance  Requirements  in  Latin  —  Report  of  Committee,  New 
England  Association.     II,  647,  648. 

College- Entrance  Requirements  in  Latin.     F.  W.  Kelsey,  IV,  443-51. 

College-Entrance  Requirements  in  Greek  and  Latin.  C.  C.  Ramsay, 
John  K.  Lord,  F.  E.  Woodruff,  A.  G.  Harkness,  C.  F.  P.  Bancroft, 
M.  G.  Daniell,  William  Gallagher,  W.  T.  Peck,  III,  655-85  ;  J.  H. 
Kirkland,  VIII,  86-91. 

Substitutes  for  Latin  and  Greek  in  Admission  Requirements.  W.  D. 
Mooney,  X,  224-7. 

B.     Courses  of  Study. 
Aim  and  Character  of  First  Year's  Work  in  Latin.      L.  M.  Shaw,  B.  L. 

D'Ooge,  E.  V.  Robinson,  F.  W.  Kelsey,  V,  605-11. 
Caesar  or  Substitutes  for  Caesar.     F.  O.  Bates,  VIII,  324-30;  John  W. 

Welch,  VIII,  330-32;   R.  S.  Garwood,  VIII,  332-4. 
Classical  Programs  for  Secondary  Schools — A  Selective  Bibliography 

for  Use  in  Framing.     I.  B.  Burgess,  V,  625-35. 
Courses  in  Latin  and  Greek  for  Secondary  Schools.     F.  W.  Kelsey,  V, 

360-66. 
Four-Year  Latin  Programs  of  the  Committee  of   Twelve.     C.  E.  Ben- 
nett, VI,  239-44;  J.  E.  Barss,  VI,  482. 
Latin  in  the  Seventh  and  Eighth  Grades  —  The  Chicago   Experiment. 

A.  F.  Nightingale,  VI,  379-93- 
Preparatory  Course  in  Latin.     Frank  J.  Miller,  V,  588-604. 
Six-Year  Course  in  Latin.     A.  F.  West,  III,  321-34;  W.  G.  Hale,  III, 

334,  335;  A.  F.  Nightingale,  III,   335-53- 
Enrichment  of  the  Classical  Course.     C.  H.  Moore,  VI,  461-7. 
High-School  Program  Without  Greek.     W.  H.  Butts,  V,  292-9. 
Homer  in  Secondary  Schools.     Addison    Hogue,  II.  C.  Tolman,  VII, 

171-8. 
Preparatory  Greek  in  the  University.     J.  11.  Harris,  VIII,  38-41. 
Should  the   Iliad  be   Retained   in   the  Schools?     B.  C.  Mathews,  IX, 

20-25;  Walter  H.  Young,  IX,  324,  325. 
Time    Relations   of    Language   and   Science.      C.  F.  P.   Bancroft,  II, 

156-9. 
What  Shall  we  Teach  in  Latin?     W.  C.  Collar,  HI,  1-16. 


BIBLIOGKAJ'II Y  OF  SF.CONDAK  V  EDUCA  TION  I  5 

C.     Methods  of  Teaching. 

The  /Eneid  —  An  l-:.\periment  with   the  Openiiii,^  Lines.    J.  R.  Nelson, 

VII,  129-32. 
A  High-School  Classical  Library — The  Most  Essential  liooks.     C.  L. 

Meader,  IV,  149-57. 
Cassar  as  a  Te.xt-Book.     E.  H.  Howard,  V,  561-87. 
Controlling  Conceptions  in  Syntactical  Study.    W.  G.  Hale,  X,  417-32. 
Early  Stages   of   the    Latin  Course  —  The  Difficulties  and  Discourage- 
ments.    E.  J.  Goodwin,  IV,  80-85. 
Elementary  Latin  —  Suggestions   for   Teachers.     H.   L.  Wilbur,  \TII, 

280-84. 
Greek  and  Latin  Proper  Names — The  English  Pronunciation.    George 

Ilempl,  VI,  412-18. 
In  the  Eootsteps  of  Ciusar  in  Gaul.     G.  R.  Swain,  X,  392-4. 
Latin  Composition   in   the  Secondary  Schools.     H.  Preble,  VI,  261-9. 
Latin — Notes  on  the  Roman  Pronunciation.    W.  G.  Hale,  VI,  394-41 1. 
Latin  Sentence  Structure;  the    Bridge  to  Coesar.      H.   L.Wilbur,  X, 

286-9. 
Latin  —  Syllabus  of  Instruction.      W.  C.  Collar,  II,  1-13. 
Notes  on  Virgil.     E.  L.  Miller,  V,  620-24. 
Pedantries  in  Classical  Teaching.     J.  E.  Barss,  X,  290,  291. 
Prose  Composition  in  the  Classics.     IV,  31,  32. 
Teaching  of  Classics  in  Secondary  Schools.     Illustrative  Material  and 

the  Library.     Ill,  186-96. 
Teaching  of  Latin  in  the  First  Year.     B.  L.  D'Ooge,  X,  532-49. 
Teaching  of  Latin  in  the  Second  Year.      H.  W.  Johnston,  X,  69-76. 
Teaching  of  Latin.     V,  636,  637. 

Teaching  of  Latin  in  German  Gymnasium.     Paul  Carus,  Vlil,  317-20. 
Translation  in  the  Classics.      IV,  32,  33. 

D.     Reports  of  Committees. 
Address  of  the  Philological  Association  on  the  Study  of  Greek.     Ill, 

434-41- 
Recoinraendations  of  the  Committee  of  the  Massachusetts  Association 

of  Classical  and  High-School  Teachers.     V,  489-92.. 
Report  of  Committee  of  the  Massachusetts  Association  of  Classical  and 

High-School  Teachers.     IV,  542-6. 
Report  of   the  Committee  of  Twelve    of  the   American    Philological 

Association  on  the  Study  of  Latin.     I\\  47-^4- 
RcDort  of  New  England  Association  on  Latin.      11,  ()47-50. 


1 6  THE  SCHOOL  REVIEW 

E.     General  Articles. 

Classical  Education  in  the  Secondary  Schools.     Arthur  Fairbanks,  V, 

350-59- 
Greek  and  Latin  in  the  Higher  Schools  of  Germany.     J.  E.  Russell, 

IV,  585-93,    664-74. 
Greek  in    Secondary   Schools.     Hamilton    King,  F.    S.   Goodrich,  V, 

611-1  7. 
Latin  and  Greek.     J.  H.  Kirkland,  VHI,  86-91. 
Latin  in  the  High  School.     J.  H.  Harris,  H,  356-66. 
Latin  in  German  Secondary  Schools.     I,  260,  320-23. 
Latin  in  Preparatory  Schools.     W.  C.  Collar,  I,   588-90,  597-9;  Tracy 

Peck,  I,  590-97;  L.  Clarke  Seelye,  I,  599-600;  D.  Y.  Comstock, 

I,  600-602. 
Latin  in  the  Secondary  School.     Charles  E.  Bennett,  I,  269-80. 
Some  Aspects  of  Preparatory  Work  in  Latin.     E.  T.  Merrill,  I,  408-17. 
The  True  Spirit  of  Classical  Culture.     A.  F.  West,  VI,  630-42. 

F.     Miscellaneous. 
Athleticism  in  Greece.     E.  Norman  Gardiner,  X,  574-8. 
Caesar's  Account   of  the  Animals   in   the    Hercynian    Forest.     G.    G. 

Begle,  VIII,  457-65. 
Classical   Conference,   Michigan    Schoolmasters'    Club.     Ill,   354-96; 

V,  605-24;  VI,  424-81;  VII,  321-30;  VIII,  313-34;  X,  154-6, 

374-95- 
Conference  in  (rreek  and  Latin  (Chicago).     X,  69-77. 
Dramatic  Incidents  in  the  Conquest  of  Gaul.     J.  R.  Nelson,  IV,  617- 

24. 
English  Pronunciation  of  Greek  and    Latin   Names.      George    Hempl, 

VL  412-18. 
Greek  Music  from  the  Modern  Point  of  View.      C.  W.  Seidenadel,  VI, 

541-6. 
Greek  Participle.     S.  J.  Axtell,  V,  617-19. 
Homeric  Hiatus.      P>.  B.  Clapp,  IX,  252-6. 
Notes  on  Homeric  Meter.      E.  B.  Clapp,  VI,  472-4. 
Psychological  Background  of  Indirect  Discourse.     J.  J.   Schlicher,  X, 

399-409. 
The  Olympic  Games  of  1896.      Sidney  G.  Ashmore,  VI,  475-9. 
The  Roman  Pronunciation  of  Latin.      W.  G.  Hale,  \T,  412-18. 
The  Science  of  Meanings.     A.  J.  ilcll,  IX,  379-87. 
Uses  of  Participle  in  Greek.      S.  J.  A.xtell,  V,  617-19. 
Virgil,  Portraits  of.      II.  N.  I-'owler,  VI,  598-605. 
Virgil's  Place  in  the  I  i  isloix' of  IMiilosopliN-.    J.  ('.  Tunison,  VI,  458-70. 


BIBL I  OCR  A  /'//  Y  OF  SECONDAR  Y  ED  UCA  TION  I  7 

II.      c()MMp:i<(iai,. 

A.  Aims  and  Values. 

Coininercial  I'Aiucation.      IX,  259,  260  (Oeorge  II.  Locke). 
Commercial  Education  in  England — Curriculum  of  University  College 

School.     VIII,  370-72. 
Commercial    Education    in    (iermany  and    England.      A.    Ileinig,    X, 

(Commercial    Education    in    Secondary  \Vork.      C.  H.    'I'iiurber,    \4II, 

193-200. 
Commercial  High  Schools.      VI,  563. 
Commercial    High   School   as   a  Part  of  Secondary  Education.      I-^.  J. 

James,  II,  577-86. 
Conimercial  Studies  in  High  School.     C.  W.  Irish,  X,  550-57. 
Economics,  The  Teaching  of,  in  Secondary  Schools.      H.  W.  Thurston, 

IV,  604-16  ;   F.  H.  Di.xon,  VI,  17-27. 

B.  Courses  of  Study. 
Commercial  Courses.      V,  468,  469. 
Commercial  Course  (London).     VIII,  370-72. 
Regents'  Commercial  Course  (New  York).     VIII,  186. 

III.       ENGLISH. 

A.  Aims  and  Values. 

English  in    the   Schools  —  A  Parent's  Point  of  View.      C.  M.  St.  John, 

I,  491-500. 
English  Literature  in  Girls'  Education.     S.  Thurber,  II,  321-36. 
English  in  Secondary  Schools — Some  Considerations   as  to   its  Aims 

and  its  Needs.     Samuel  Thurber,  II,  468-78,  540-49. 
English  —  Its  Purpose  in  the  High  School.     G.  B.  Alton,  V,  148-70. 
Literary  Study  and  Character  Formation.      E.  L.  Miller,  \TII,  2S5-91. 
The  Training  of  the  Imagination   in  Education.      George    Harris,  VI, 

692-709. 
The  Training  of  the  Imagination   in   the  Study  of  Literature.      H.  G. 

Buehler,  VI,  709-15. 

B.  College-Entrance  Requirements. 

College-Entrance  Requirements   in    English,  Working  Conditions   in 

the  High  School  with  Regard  to.      F.  G.  N.  Van  Slyck,  IX,  316-23. 
College-lMitrance  Requirements  in  English.     II,  65 1 -3;  661 -82,  Report 

of  Conference  Committee;  G.  C.  Fox,  John    Tetlow,  III,  642-8; 

J.  E.  Russell,  V,  332-42;  F.  N.  Scott,  IX,  365-78;  VI,  222,  223, 

745.  746. 


1 8  THE  SCHOOL  REVIEW 

Uniform  Entrance  Examinations  in  English  Language  and  Litera- 
ture, II,  562-7. 

English  Requirements.     J.  V.  Denney,  VI,  339-43. 

English  Requirements — Special  Report  of  the  Joint  Committee.  C.  W. 
French,  VI,  344-9. 

English  in  the  High  School.     T.  F.  Huntington,  VII,  92-6. 

English  in  New  York  State,  its  Outlook.     J.  M.  Hart,  I,  195-7. 

English — The  Reaction  in  its  Study.     S.  B.  Knowlton,  IV,  682-6. 

English  in  School  and  College.     J.  H.  Penniman,  I,  462-70. 

English — A  High-School  Course.     E.  I.  Meader,  VII,  473-7. 

English  Curriculum.     J.  H.  Harris,  X,  566-73. 

English — The  Preparatory  Course.     V,  445-55. 

Entrance  Examinations  in  English.     A.  S.  Cook,  III,  185-7. 

First  Year  English  in  the  High  School.     J.  G.  Wright,  I,  15-23. 

The  English  Conference.     C.  W.  French,  V,  343-5- 

Regents'  Diplomas  and  School  Certificates  in  English.  }.  M.  Hart, 
I,  24-48. 

The  Regents'  Work  in  English.     J.  R.  Parsons,  I,  226-33. 

Report  of  Committee  of  Ten.     Discussion  of  English,  III,  92-100. 

Report  of  New  England  Association  on  English.     II,  651-82. 

Setting  of  a  College  Admission  Paper  in  English.  D.  O.  S.  Lowell, 
X,  755-64;  Mary  A.  Jordan,  X,  764-9  ;  J.  W.  McDonald,  X, 
769-77. 

C.     Methods  of  Teaching. 
An  Experiment  in  Teaching  English.     E.  S.  Johnson,  X,  666-74. 
Binghamton  Conference  on  English.     L.  R.  Hunt,  I,  296-300. 
English  in  Preparatory  Schools  of  Southern  States.   J.  W.  Sewell,  VIII, 

80-86. 
An  Address  to  Normal-School  Teachers  of  English.    S.  Thurber,  VIII, 

129-45- 
English  As  It  Is  Taught.     C.  H.  Thurber,  VI,  328-38. 
English  in  the  German  Reform  School.    Oscar  Thiergen,  VIII,  441-8; 

IX,  150-59- 

English  Clubs.     VI,  552.,  553. 

English  in  the  Public  Schools.     A.  P.  Marble,  I,  198-209. 

English  in  the  High  School.     VI,  97,  98. 

English    in   Secondary  Schools.     A  Review.     Allan  Abbott,  IX,  388- 

402. 
English  Literature,  the  Teacher's  Equipment   for  Work.     S.  Thurber, 

11,65-74. 


BIBLIOGRAPHY  OF  SFXONDARY  EDUCATION  I  9 

How  to  Make  the  Study  of  Literature  Interesting.  S.  Thurber,  VI, 
483-99. 

English — The  Mastery  of.     Jolin  Oreene,  I,  546-57. 

English — Notes  on  Teaching.     A.  S.  Cook,  III,  1S5-7. 

English  in  Translations.     IV,  34,  35. 

English— The  Outlook.     J.  M.  Hart,  II,  36-9. 

English  Work  in  Secondary  Schools.  Barrett  Wendell,  Samuel  Thur- 
ber, A.  B.  Thompson,  and  H.  E.  Buehler,  I,  638-67. 

Language-Correlation  in  the  High  School.  O.  L.  Manchester,  \TI, 
462-9. 

Methods  of  Teaching  English  Literature.  W.  D.  McClintock,  Myra 
Reynolds,  IV,  40,  41. 

The  Study  of  Irving.     G.  F.  Adams,  II,  29-35. 

Teaching  English.     Brainerd  Kellogg,  I,  96-105,  152-62. 

Teaching  English.     C.  B.  Gleason,  I,  301,  302. 

Teaching  of  English  in  the  Elementary  Schools.  K.  S.  Shute,  X, 
332-50- 

Teaching  of  English  in  the   Secondary  Schools.      I).  O.  S.  Lowell,  X, 

351-63- 
Teaching  of  English  in  Colleges.     S.  C.  Hart,  X,  364-73. 
Teaching  Shakespeare.     C.  L.  Maxcy,  I,  105-8. 
Our  Work  with  Longfellow.     Gertrude  F.  Adams,  I,  365-8. 
Reading  Tastes  of  High  School  Pupils.     Allan  Abbott. 

D.     Composition. 
Assignment  of  Essay  Subjects.     Louise  Bacorn,  IX,  298-309. 
Constructive  Side  of  English  Study.     R.  M.  Kavana,  X,  298-303. 
Composition  Teaching,  Five  Axioms  of.     S.  Thurber,  V,  7-17. 
Composition  Teaching  —  Two  Problems.     J.  V.  Denney,  V,  98,  99. 
English  Composition   in  the    High   School.     F.  A.  Barbour,  VI,  500- 

513;  Nil,  375,  376  ;  C.  H.  Horn,  VII,  309-11. 
English    Composition,    the    Conditions    Needed     for    the    Successful 

Teaching  of.     Samuel  Thurber,  II,  13-21. 
Faults  in  Composition.     E.  H.  Lewis,  IV,  35,  36. 
Literary    Material    for    Teaching    Composition.       B.    R.    Hooker,    X 

474-85- 
Function  of  the  Debating  Society.     II.  W.  Kiitredge,  X,  292-7. 
Quintilian  on  Extemporaneous  Speaking.     Ci.  V.  Edwards,  X,  396-8. 
Rhetoricals.     J.  H.  Harris,  VII,  53-5. 

Rhetoric,  The  Teacher's  Outfit  in.     J.  F.  Genung,  III,  405-22. 
Teaching  of  Rhetoricals.     IX,  60,  61,  129,  130. 


2  0  THE  SCHOOL  REVIEW 

Theme-Writing  and  the   Study  of  Masterpieces.       E.  L.  Miller,  IV, 

39>  40. 
Undergraduate  Study   of    English    Composition.       W.    E.    Mead     X, 

317-31- 
The  High  School  Paper.     A.  P.  Hollis,  IX,  174-82. 

E.     Miscellaneous. 
Home    Reading    for    the    Secondary    Schools.       G.    P.    DuBois,    III, 

485-95- 
Home  Reading  for  Secondary  Schools.     A.   F.   Nightingale,  IV,  36-g. 
'Language-Correlation  in   the   High  School.      O.   L.  Manchester,  VII, 

462-9. 
Reading  Tastes  of   High-School  Pupils.     Allan  Abbott,  X,  585-600. 
Reading  in  the  Racine  High  School.     A.  J.  Volland,  V,  36,  37. 
Psychology  of  the  Sentence  Diagram.    Gertrude  Buck,  I.  N.  Demmon, 

W.  S.  Perry,  B.  A.  Hinsdale,  V,  95-9,  470-72. 
Psychology   of  the   Diagram.     F.   A.   Barbour,  V,   240-42;   Gertrude 

Buck,  V,  470-72. 
The  Teaching  of  English  Grammar.     O.  F.  Emerson,  V,  129-38. 
Social  Science  and  the  Curriculum.     G.  E.  Vincent,  X,  185-94. 
Where  the  Best  English  is  Sp6ken.     C.  F.  Remy,  VIII,  414-21. 

IV.       ETHICS,    PSYCHOLOGY,    AND    SOCIAL     SCIENCES. 

Ethics  in  the  High  School.     Charity  Dye,  X,  270-85. 
Psychology  in  Secondary  Schools.      E.  L.  Thorndyke,  X,  114-23. 

V.       HISTORY. 

A.  Aims  and  Values. 

The  Ethical  Value  of  History.     W.  M.  Sloane,  VI,  724-44. 

History  in  its  Relation  to  the  Formation  of   Character.     E.  Van  Dyke 

Robinson,  IX,  553-9. 
The   Value    of    History   in   the    Formation   of    Character.      Caroline 

Hazard,  IX,  636-48. 

B.  College -Entrance  Requirements. 

('ollege-Entrance  Requirements  in  History.  A.  B.  Hart,  A.  L.  Good- 
rich, E.  A.  Start,  John  Tetlow,  Edward  Channing,  R.  G.  Huling, 
F.  A.  Hill,  D.  S.  Sanford,  G.  L.  Fox,  III,  597-631- 

College-Entrance  Requirements  in  History.      IV,  370-76. 

College-Entrance  Requirements  in  History.  B.  A.  Hinsdale,  1\', 
438-42. 


B/B/./OG RAP/I V  OF  SECONDAR  Y  KDUCA  TION  2  I 

College-Entrance  Requirements  in  History.  K.  D.  l'".aton,  C.  W. 
French,  IV,  263-72. 

College- Entrance  Requirements  in  History  —  Report  of  the  Confer- 
ence.    Ill,  469-85. 

C     Courses  of  Study. 
American    History  —  Its    Place   in   the    High-School    Course.       H.   E. 

Bolton,  IX,  516-25. 
Can  American  History  Be  Put  Into  All  Courses  in   the    High  School  ? 

E.  C.  Warriner,  VI,  101-4. 
History  and   Geograjjhy   in   the   Higher   Schools   of  Germany.      J.  E.  , 

Russell,  V,  257-68,  539-47- 
History  for  Secondary  Schools  —  An   Ideal    Course.     E.  V.  Robinson,      ' 

VI,  672-8. 
History  in  the  High  Schools.     A.  F.  Nightingale,  VII,  11-17. 
History  in  Secondary  Schools.     .\.  L.  Goodrich,  VII,  29-35. 
History  in  the  School.     S.  S.  Laurie,  IV,  649  63. 
History — Preparation  for  College.     O.  J.  Thatcher,  VI,  84-8. 
Mediaeval  and  Modern   History  in   the   High   School.     E.  Van   Dyke 

Robinson,  VIII,  268-70. 
Place  and  Teaching  of  History  and  Po\,itfcs  in   School  and  College. 

H.   B.  Adams,  J.   H.    Robinson,    H.    P.    Warren,  S.   E.   Forman, 

III,  88-91. 
Place  of  General  History  in   Schools.     X,  2-4. 
Roman   Constitutional   History   in   Our   High  Schools.     J.  H.  Drake, 

VIII,  146-56. 
Studv  of  History  in  the  Schools  —  Report  of   the  Committee  of  Seven. 

A.  C.  McLaughlin,  V,   346-9. 

D.     Methods  of  Teaching. 

An  E.x{)eriment  in  the  Teaching   of   Roman    Historv  to  Young  Pupils. 

J.  R.  Nelson,  X,  386-9. 
History  Teaching  —  Concreteness  an  Essential.      H.  E.  Bolton,  VIII, 

528-34. 
The  Relation  Between   Greek   and    Roman    History.     A.   L.  Cross,  X, 

389-91. 
The  Teacher  of  American  History,      (r.  W.  Knight,  X,  208-16. 
The  Teaching  of  History.      E.  I).  Warfield,  III,  33-40. 
The  Teaching  of  History.      Webster  Cook,  VII,  227-32. 
Teaching  of  History  in  Indiana.     VIII,  566. 
Teaching  Historv  in  Schools.      B.  A.  Hinsdale,  III.  312,  313  (note). 


2  2  THE  SCHOOL  REVIEW 

Teaching  History,  Some  Difficulties  in  a  Small  High  School.     J.  T. 

McManis,  VHI,  535-9. 
The  Sentimental  in  American  History.     E.  E.  Sparks,  VH,  536-40. 
United    States    History  —  Topics    for    Supplementary    Reading    and 

Discussion.     E.  V.  Robinson,  V,  302-8. 

VI.       MATHEMATICS. 

A.  Aims  and  Values. 

The  Study  of  Mathematics.     E.  T.  Austin,  VI,  120-22. 
The  Teaching  of  Mathematics.     Levi  L.  Conant,  I,  210-17. 
Thought-Values  in  Beginning  Algebra.     C.  S.  Osborn,  X,  169-84. 
What  Ought  the  Study  of  Mathematics  to  Contribute  to  the  Educa- 
tion of  the  High-School  Pupil?     Florence  Milner,  VI,  105-15. 

B.  College-Entrance  Requirements. 

College-Entrance  Requirements  in  Mathematics.     Paul  H.  Hanus,  IV, 

535-8. 
College-Entrance  Requirements  in  Mathematics.     IV,  388-94. 
Committee   of  Ten  —  Report   on    Mathematics.       D.    E.    Smith,  III, 

520-24. 

C.  Courses  of  Study. 

Committee  of  Ten —  Report  on  Mathematics.    D.  E.  Smith,  III,  520-24. 
Mathematics  in  the  Secondary  Schools  of  Germany.     J.  E.  Russell,  II, 

479-86,  549-55- 
Mathematics  in  Prussian  Secondary  Schools.     I,  259. 
Mathematics  in  the  High  School.     VI,  119-25. 

D.  Methods  of  Teaching. 

Automatic  Diagrams  in  Geometry.     A.  L.  Baker,  X,  486-96. 
Education  in  Canada.     Condition  of  Mathematics,  I,  388. 
Failures  in  Freshman  Mathematics.      E.  J.  Townsend,  X,  675-S6. 
Geometry,  Mathematics  in   Secondary  Schools.      B.   Y.  Brown,  VIII, 

292-8. 
Geometry  —  Method  of  Attack  of  Originals.      II.  B.  Loomis,  VI,  89-93; 

Mary  E.  Trueblood,  VI,  122-5. 
Geometry,  Modern  Methods  in   High    School.     E.  C.   Goddard,   IV, 

70-79. 
Geometry — Modern  Methods  and  Principles.     H.  Maschke,  X,  80-87. 
Geometry  —  Related  Theorems.     G.  W.  Evans,  VII,  517-26. 
Mathematics  —  J'reparatory  Course  in  Southern  Schools.   Alfred  Hume, 

VIII,  75-80. 


BIMLIOGRAI'Jiy  OF  SECONDARY  EDUCATION  23 

Mathematics — ■  Routine  Work.      11.  1,.  (Joar,  VIII,  271-9. 
Mathematics  —  The  Teacher's  Outlit.     J.  M.  Taylor,  IV,  215-27. 
Methods  of  Teaching  Mathematics.     X,  80-98. 
Preparation   of    the   High  School  Teacher  of  Mathematics.      Paul  II. 

Hanus,  '\,  504-18. 
Some  Respects  in  Which  the  Teaching  of  Elementary  and  Secondary 

Mathematics  Needs  Improvement.     G.  W.  Myers,  X,  87-98. 
Teaching  Mathematics,  Different   Methods  Contrasted.     J.  V.  Collins, 

VII,  97-102. 
The  Teaching  of  Mathematics.      I,  258,  259. 
The    Compound    Dozierende   Method   of  Teaching   of    Mathematics. 

G.  E.  Fisher  and  I.  J.  Schvvatt,  III,  188,  189. 

The  Waste  of  Mathematics.     J.  Howard  Gore,  II,  26-9. 

^ 

VII.       MODERN    LANGUAGES. 

A.  French. 

(College-Entrance  Requirements  in  F'rench.     IV,  342-51. 
The  High-School  Teacher's   Equipment  in   I""rench.     .\.   H.  Edgren, 
III,  257-68. 

B.  German. 

College-Entrance  Requirements  in  German.     IV,  352-61. 

German    in    the    Higher    Schools    of    Germany.      J.    E.    Russell,    II, 

199-213. 
Historical     Development    in     Teaching    German.      P.   O.   Kern    and 

Camillo  von  Klenze,  X,  60-69. 
Teaching  of  German  in  the  Gymnasium.     Ill,  526-8. 
The  Teacher's  Outfit  in  German.     Calvin  Thomas,  II,  401. 

C.  General  Articles. 

A  New  Departure  in  the  Study  of  Modern  Languages.      E.  H.  Magill, 

VI,  257-60. 
International  Correspondence  Between   Pupils.     Oscar  Thiergen,  \TI, 

4-10. 
Modern-Language  Conference  (Chicago).     IV,  41,  42. 
Modern-Language  Requirements.     A.  F.  Nightingale,  IV,  424-33. 
Modern-Language  Teaching  in   Secondary  Schools.     \\'.    M.   Payne, 

II,  74-82. 
Modern-Language  Teaching.     VI,  282,  283. 
Methods    of   Modern- Language   Instruction   in    Prussian  Rcalschulcn. 

I,  256,  257. 


24  THE  SCHOOL  REVIEW 

Reform  in  the  German  Higher  Schools  and  the  Reform  Movement  in 

Modern-Language  Teaching.     Oscar  Thiergen,  VIII,  230-33. 
Report  of  Congress  of  Teachers  of  Secondary  Schools  in    France.     X, 

639- 
Time   Relations  of  Language   and   Science.     C.   F.   P.    Bancroft,   II, 

156-Q. 
Tours  of  Recitation  Through  Germany.      Oscar  Thiergen,  IX,  576-82. 

VIII.        NATURAL    SCIENCES. 

A.  Biology. 

Biology  in  Secondary  Schools.     J.  M.  Coulter,  I,  i  41-51. 

Biology  in  Secondary  Schools.     F.  W.  Staebner,  I,  303,  304. 

Biology  in  the  High  Schools.     VI,  125-32. 

Biological  Work  in  Secondary  Schools — The  Nature  and  Amount  That 
Can  Profitably  be  Attempted.     H.  E.  Walter,  VIII,  17 1-6. 

The  Education  of  a  Naturalist.     J.  C.  Branner,  III,  134-43. 

High  School  Botanical  Laboratory — Ecjuipment  and  Administration. 
F.  C.  Newcombe,  VII,  301-8. 

Physiography  and   Botany.      H.  N.  Whitford,  X,  45,  46. 

Lake  and  Marine  Beaches  as  to  Ecology  of  Vegetation.  H.  C.  Cowles, 
X,  48. 

Methods  of  Teaching  Botany.     G.  H.  Trafton,  X,  138-45. 

Animal  Ecology  of  the  Cold  Spring  Beach.     C.  B.  Davenport,  X,  47. 

Bird-Study  in  City  Schools.     H.  E.  Walter,  X,  50,  51. 

The  Differentiation  of  Zoology  for  the  High-School  and  College  Cur- 
riculum.    H.  L.  Osborn,  IX,  566-75. 

Zoology  in  German  Gymnasia.      I,  260. 

B.  Chemistry. 

Chemistry — The  High-School  Course.     V,  497-503. 

Chemistry  in  the  High  School.     IV,  187,  188. 

Conference  in  Physics  and  Chemistry  (Chicago).      IV,  42,  43. 

More  Profitable  High-School   Chemistry.     L.  C.  Newell,  IX,  286-97. 

Outline  of    Chemistry   for    Secondary   Schools.     C.    M.   Wirick,    Mr. 

Flynn,  X,  57,  58. 
Teaching  of  Chemistry  in  Secondary  Schools.     M.  M.  Butler,  X,  52-6. 

C.  Physics. 

.An    i^ffcclivc    Order  of   'I'oi)i<:s   for  Teachers'  I'iiysics.      C.  F.  W^arncr 

IV,  572-80. 
Conference  in  Physics  and  (Chemistry  (Chicago).      IV,  42,  43. 


BIBLIOGRAPHY  OF  SECONDARY  EDUCATION  25 

()iitline  of  Course  in  General  Physics.     VI,  28-34. 

Piiysics  in  the  High  Schools  of  Michigan.      E.  A.  .Strong,  VII,  242-5. 

The   Pedagogic   Value  of   the    History  of   Physics.      F.   Cajori,  VII, 

278-85. 
What  Can  Be  Done  to  Make  the  Study  of  Physics  a  Better  "Training 

for  Power"?     Henry  Crew,  VIII,  520-27. 

D.  Physiography. 

Geography  in  the  Schools.     W.  M.  Davis,  I,  327-39. 

History  and  Geography  in  the   Higher  Schools    of    Germany.     J.  E. 

Russell,  V,  257-68,  539-47- 
Geology  in  the  Secondary  Schools.     R.  S.   Tarr,  VIII,  11-17. 
Geology  and  Physical  Geography  Field  Work.      R.  S.  Tarr,  V,  519-29. 
Physical    Geography  in   the   High   School.     W.  M.  Davis,  VIII,  388- 

404,  449-56. 
Physical  Geography  in  Secondary  Schools.     A.  P.  Brighani,  V,  530-38. 
Pliysical  Geography  —  The  Teacher's  Outfit.      R.  S.  Tarr,  I\',  161-72, 

193-201. 
Physiography   as   an   Alternative  Subject   for  Admission    to    College. 

W.  M.  Davis,  III,  632-40. 
Physiography  and  Botany.     H.  N.  Whitford,  X,  45,  46. 
Place  of  Physiography  in  Secondary  Schools.     IV,  43-5. 
The   Place  the  Subject  of   Forestry   Should   Occupy   in    High-School 

Instruction.     J.  Gifford,  IX,  560-65. 
Meteorology  in  the  Schools.      W.  M.  Davis,  II,  529-39. 

E.  General  Articles. 

An  Introductory  Science  Course  for  Secondary  Schools.    H.  C.  Cooper, 

IX,  440-45- 

The  Articulation  of   School  and  College   Work  in  the  Sciences.      A. 

Smith,  VII,  411-17,  453-6r,  527-35- 
College-Entrance  Requirements  in  Science.     IV,  395-403- 
College  Entrance  Requirements  in    Natural  Sciences.     C.   S.   Palmer, 

IV,  452-60. 
Correlation  of  Science  Studies  in  Secondary  Schools.     J.  M.  Coulter, 

IV,  65-9. 
Natural  Sciences  in  the  Higher  Schools  of  Germany.     J.  I'-  Russell,  \', 

18-31,  65-72. 
The  Place  of  Science  in  the  Preparatory  Schools.     C.  C.  Wilson,  E.  G. 

Conklin,  VI,  203-21. 
Sciences  in  the  High  School.      C.  R.  J5arnes,  \T,  643-58. 


2  6  THE  SCHOOL  REVIEW 

Time  Relations  of  Language  and  Science.    C.  F.  P.  Bancroft,  II,  156-g. 
Should  Language  Studies  be  Limited  in  the  Interests  of  the  Sciences  ? 

D.  W.  Abercrombie,  I,  455-62. 
Specialization   in   Preparatory   Natural   Science.       C.    S.    Palmer,   VI, 

.  659-71. 
Science  Teaching  in  Our  Public  Schools.     Aven  Nelson,  I,  471-81. 
Natural  Sciences  in  Elementar)^  Education.     S.  G.  Williams,  I,  163-72. 
Laboratory  Administration.      VI,  1 17-19. 

Stereopticon  in  Secondary  Teaching.     G.  R.  Swain,  X,  146-53. 
The  Culture  of  the  Imagination  in  the  Study  of  Science.     J.  M.  Tyler, 

VI,  716-24. 
The  Utility  of  Knowledge-Making  as  a  Means  of  Liberal  Training — 

Quotation  from  Address  of  J.  G.  McGregor.     VIII,  372-4. 
The   Mission  of   Science   in   Education — Quotation   from  Address  of 

John  M.  Coulter.     VIII,  502,  503. 
The  Teaching  of  Hygiene  and  Sanitary  Science  in  Secondary  Schools. 

Delos  Fall,  VI,  64-74. 


VIII.      EDUCATION  —  CONDITIONS  AND  TENDENCIES. 

I.    AUSTRALIA. 

Secondary  Education  in  Victoria.    Thomas  Palmer,  IX,  489-97;  VIII, 
559,  560. 

2.    CANADA. 

College-Entrance  Requirements  in  Greek.    I,  79,  80  (in  B.  I.  Wheeler's 

article). 
Education  in  Canada — Condition  of  Mathematics.     I,  388. 
School  System  of  Ontario.     W.  L.  Grant,  X,  101-13. 
Training  of  Teachers  in  Ontario.     G.  W.  Ross,  I,  400-407. 

3.    EGYPT. 

Female  Education  in  Egypt.     IV,  124. 

4.    ENGLAND. 

Commercial  Course  in  London.     VIII,  370-72. 

Commercial    Education    in    l^ngland    and    Germany.      A.    Heinig,  X, 

124-37- 
Course   of   Study   of  a   Commonwealth   School.     Foster   Watson,   X, 

304-12. 
Charles    Hoole    and     Elementary     Education.     Foster    Watson,    IX, 
526-33. 


fifBTJOGRAPIIY  OF  SECONDARY  EDUCATION  27 

Charles  Hoole's  Scholastic  Discipline.      Foster  Watson,  IX,  583-92. 
Charles     Hoole,    a    Schoolmaster    of     the    Commonwealth.     Foster 

Watson,  IX,  433-9- 
Education   in   England.     II,    60-62,    252-5,   316,   317,    588-90;    III, 

55-8,  124-6;  IX,  260,  261. 
Educational  Movements  in    England.     W.  K.  Hill,  VI,  514-26;  VII, 

79-91  ;  VIII,  i-io,  507-19  ;   X.  195-207,  649-65. 
Inspection  of  Schools  in  England.     IV,  58,  59. 
Professional  Training  in  England.     J.  J.  Findlay,  I,  281-90. 
Professional  Training  of  Teachers  in  England.     VIII,  561. 
The  Training  and  Examination  of  Teachers  at  Oxford.     IV,  484,  485. 
A  Schoolmaster's  Diploma.     IV,  1896. 

Recent  Tendencies  of  Education  in  England.    A.  F.  Palmer,  739,  740. 
Royal  Commission's  Report  on    Secondary   Education  (review).     IV, 

641-5. 
The  Preparatory  School  in  England.     IX,  545-9  (George  H.  Locke). 
The    Present    Movement     for    Organizing    Secondary    Education    in 

England.     A.  N.  Disney,  11,  141-5. 
The  Rt.  Hon.  Arthur  Herbert  Dyke  Acland.     Ill,  129,  130. 

5.    FRANCE. 

Education  in  France.     I,  449,  579,  580. 

French    System    of    Education  —  Decentralizing    Tendencies.     A.    T. 

Smith,  VII,  133-44- 
French  System  of  Education  as  Exemplified  in  Paris.     Chart,  IX,  269. 
The    Lycees  of    France.      E.   L.   Hardy,   VII,    549-59;   VTII,    18-25; 

IX,  459-75- 
Recent  Tendencies  of  Education  in  France.     A.  F.  Palmer,  739,  740. 
Resolutions  of  the  Congress  of  Secondary  Education,  Paris,  1900.     IX, 

58,  59  (George  H.  Locke). 
Secondary   Education  in   France    during    the    Third    Rcpul)lic.     IV, 

698-703. 
Education  at  the  Paris  Exposition.      II.  L.  Taylor,   IX,   201-31  (illus- 
trated). 
Secondary  Education  at  the  Paris  Exposition  of  1900.     H.  L.  Taylor, 

IX,  1-12,  269-85  (illustrated). 
The    Secondary    Curriculum    in    France  —  Differentiation.     J.    B.    E. 

Jonas,  VIII,  244-53. 
The  Secondary  School  System  —  The  Recent  Reconstruction  (1902).   X, 

410,  411  (George  II.  Locke). 


2  8  THE  SCHOOL  REVIEW 

Some  Recommendations  of  the  Commission  on  Secondar}-  Education 
in  France.     George  H.  Locke,  VIII,  254,  255. 

6  .       GERMANY. 

Commercial    Education    in    England    and    Germany.     A.    Heinig,  X, 

124-37- 
Cost  of  University  Education  in  Germany.     IV,  488,  489. 
Education  in  Berlin.     X,  636,  637  (George  H.  Locke). 
Education  in  Germany.     I,  60,  386,  371-3,  449,  703  ;  III,  61-3,  126. 
English  in  the  German  Reform  School.     Oscar  Thiergen,  VIII,  441- 

8  ;   IX,  150-59. 
German  in  the   Higher  Schools  of  Germany.     J.  E.  Russell,  II,  199- 

213. 
History  and   Geography  in   the    Higher   Schools   of  Germany.     J.   E. 

Russell,  V,  257-68,  539-47- 
International  Correspondence  Between  Pupils.     Oscar  Thiergen,  VII, 

4-10. 
Greek  and  Latin  in  the  Higher  Schools  of  Germany.     J.  E.  Russell, 

IV,  585-93.  664-74. 

Latin  in  German  Secondary  Schools.     I,  260,  320-23. 

Long  Vacation  and  Afternoon  Lessons  in  Germany.     Oscar  Thiergen, 

X,  601-4. 
Mathematics  in   the   Higher  Schools   of  Germany.     J.  E.  Russell,  II, 

479-86,  549-55- 
Mathematics  in  Prussian  Secondary  Schools.     I,  259. 
Methods  of  Modern-Language  Instruction  in  Prussian  Realschiile)i.    I, 

256,  257. 
Natural  Sciences  in  the    Higher  Schools  of   Germany.     J.  E.  Russell, 

V,  18-31,  65-72. 

Professional  Training  of  Secondary  Teachers  in  Germany.  I,  56,  57, 
189,  190,  253,  254,  319;   III,  315,  316. 

Professional  Training  of  Teachers  in  Germany.  J.  J.  Findlav,  I, 
281-90. 

Recent  Changes  in  Curriculum  of  Prussian  Gyiiinasiioii.  H.  A.  San- 
ders, X,  456-73- 

Reforms    in    the   German    Higher   Schools.     Oscar    Thiergen,    \  III, 

230-33- 
Results  in  the  Prussian  Gymnasium.     E.  J.  Goodwin,  VII,  541    8. 
School  Excursions  in  Germany.     IV,  489,  490. 
Struggle   for    ICquality  of  Rights  between    the    Gyiitnasiioii   and   Rcal- 

^ymnasium.      Oscar  Thiergen,  X,  243   8. 


BIIUJOGRAPIIY  OF  SKCOXDANY  l.Di'CAJJON  29 

System  of  Education  in  (ieriiiany  as    Ivxcinplificd   in    Prussia.      Chart, 

IX,  zii. 
Teaching  of  Oernuin  in  the    Cxinnasiiim.      Ill,  526   .S. 
Teaching  of  Latin  in  tlie  Gymtiasium.      Paul  Carus,  VIII,  317    20. 
Tendencies  in  Germany.     IX,  257,  258  (George  H.  Locke). 
Tours  of  Recitation  Through  Germany.     Oscar  Thiergen,  IX,  576-82. 
Zoology  in  German  Gyi/itidsia.      I,  260. 

7.    HUN'OAKV. 

Reform  in  Hungary.      I,  254. 

8.     KUS.S1A. 

Education  in  Russia.      I,  449. 

University  Attendance  in  Russia.     IV,  123,  124. 

9.    SCOTLAND. 

Education  in  Scotland.     I,  181,  182,  187,  188,518,  519. 

Education  in  Scotland — Mr.  Carnegie's  Gift.     IX,  476,  477. 

Some  Foreign  Notes  on    Secondary  Education,     (ieorge    H.    Locke, 

VIII,  124,  125. 
S.  S.  Laurie,  II,  465-7. 

10.    SWITZIsRLAND. 

Education  in  Switzerland.     II,  587,  588. 

II.    UNITED    STATES. 

History  of  Secondary  Education  in  the  United  States.  E.  E.  Prown, 
V,  84-94,  139-47,  193-200,  269-85  ;  VI,  225-38,  357-63,  5-'7-4o; 
VII,  36-41,    103-12,   286-94;  VIII,  485-98,  540-48;  IX,  34-52. 

New  England  Grammar  School,  1635-1700.      W.  H.  Small,  X,  513-31. 

Cost  per  Child  of  Elementary  Education.     IV,  254. 

Education  in  Massachusetts.     VI,  623,  624. 

Ten   Years  of  Education   in   the    United    Stales.      \Vellford    Addis,   I, 

339-53- 
Endowed  Schools.     A.  C.  Hill,  1,  422-5. 

The  Passing  of  the  Denominational  School.      A.  C.  Hill.  I\'.    15S-60. 
Eree  High  Schools  for  Rural    Pupils.      H.   R.   Corbctt.   \'I11.   213-19, 

335-63- 
High  Schools  in  Illinois.     IX,  327,  328. 
High  Schools  in  Massachusetts.     VIII,  187,  188. 
High-School  Education  in  Minnesota.     V,  556,  557. 
High  Schools  in    Minnesota.     VIII,  18S-90. 


30  THE  SCHOOL  REVIEW 

High-School  Situation  in  Minneapolis.     VII,  50-53. 
High-School  Attendance  in  Nebraska.      IV,  640,  641. 
High-School  Statistical  Information.     IX,  544,  545. 
Secondary  Education  in  Massachusetts.     IV,  244,  245. 
School  Improvement  League  of  Maine.     VI,  684-6. 
System  of  Education  in  the  United  States  as  Exemplified  in   the  State 
of  New  York.      Chart,  IX,  333. 

12.       WALES. 

Some  Results  of  the  Welsh  Intermediate  Education  Act.     H.  Holman, 
II,  286-303. 

IX.     HIGHER    EDUCATION. 

Church  Membership  in  State  Universities.     VI,  686. 

College  Degrees.     W.  D.  Mooney,  VII,  168-70. 

Continuous  Sessions  for  Colleges  and  Universities.     J.  H.  Raymond, 

VII,  117-24. 

Education  at  the  School  of  Ethics.     R.  G.  Huling,  II,  506-10. 

The   Federation    of    Educational    Institutions.     William   MacDonald, 

VIII,  611-25. 

Function  of  the  University  in  the  Training  of  Secondary  Teachers.     M. 

V.  O'Shea,  VIII,  157-70. 
The  Future  of  the  College.     Talcott  Williams,  Isaac  Sharpless,  E.  D. 

Warfield,  M.  W.  Stryker,  III,  105-8. 
Higher  Education  in  the  North  Central  States.     C.  K.Adams,  V,  210- 

16. 
The  Idea  of  a  University.     J.  G.  Schurman,  VI,  183-202. 
The  Integrity  of  the  College  Unit.     W.  J.   Tucker,  V,  683-96. 
Medical  Examinations  in  the  United  States.     IV,  565,  566. 
Most  Important  Problems  in   Preparatory  and  Collegiate  Education. 

Isaac   Sharpless,   Julius   Sachs,  J.   G.  Wight,  A.  L.  Goodrich,  VI, 

145-82. 
President  Butler's  Two-Years'  College  Course.     X,  798,  799  (George 

H.  Locke). 
The  Position  of  the  American  College  in  Our  Educational  System.     Ira 

Remsen,  III,  100-103. 
Requirements  for  the  Bachelor's  Degree.     C.  W.  Dabney,  VII,  154-67. 
The  Unification  of  College  Degrees.     W.  S.  Sutton,  VIII,  92-123. 
Report  on  Unification  and  Equalization   of  College   Degrees  (South). 

I X,  I  14—19. 


lilBIJOiiRAril  Y  OF  SKCONDAR  Y  KDUCA  TION  3  ' 

Report  of  State  Supervision   of   Degree-Conferrini,'  1  nstilulions.      \'I, 

350-5^'- 
The  Small  College  in  the  Southern  States.      E.  H.  Habbitt,  X,  228-42. 
The  South,  Past  and  Present,     (ireenough  White,  VII,  14S-53. 
Technological  Schools —Their  Purpose  and  Its  Accomplishment.      R. 

H.  Thurston,  1,  523-34. 
Technical  Education.     VIII,  125;  IX,  543(George  H.  Locke). 
The  Tendency  of  Students  to  Omit  the  College  Course  that  'They  May 

Enter   Professional   Schools   Direct  from   tlie  Secondary  Schools. 

A.  F.  Nightingale,  V,  73-83. 
The  Three  Years'  College  Course.    J.  H.  \\^right,'T.  D.  Seymour,  Charles 

W.  Eliot,  V,  696-728. 
The  'Tripartite  Division  of  Education.      B.  A.  Hinsdale,  IV,  513-22. 

X.     HIGH    SCHOOL    AND    C0LLE(;E. 

1.       COLLEGE-ENTRANCE    REQUIREMENTS. 

Associations  Engaged  in  the  Study  of  College-Entrance  Requirements 

J.  R.  Bishop,  V,  300,  301. 
College-Entrance  Examination  Board  of  the  Middle  States  and   Mary 

land.     IX,  130-32. 
College-Entrance   Requirements  in  Greek — Report  of   Committee  of 

Twelve.     J.  H.  Harris,  IX,  183-9. 
College-Entrance  Requirements  in  Greek.     B.  I.  Wheeler,  I,   73-83, 

302,  303;  IV,  362-9  (note);  J.  R.  Bishop,  IV,  434-?- 
College-Entrance   Requirements  in   Latin.     11,647.648;   IV,  377-87, 

(note);   F.  W.  Kelsey,  IV,  443-51- 
College-Entrance  Requirements  in  Latin  and  Greek  —  Substitutes.     W. 

D.  Mooney,  X,  224-7. 
College  Entrance  Requirements  and  Prei)aratory  Courses  in  Latin  and 

Greek.      C.  C.  Ramsay,  John  K.  Lord,  F.  i:.  Woodruff.  A.  (L  Hark- 

ness,  C.  F.  P.  Bancroft,  M.  G.  Daniell,  W.  'T.  Peck.  William  (Galla- 
gher, III,  655. 
College-Entrance    Reciuircments   in    English.      G.  C.   Fox  and    John 

'Tetlow,  III,  642-8;  J.  E.  Russell,  V,  332-42;  J.  V.  Denney,  VI, 

339-43  (note);  VI,  222,  223,  745,  746;  F.  E.  N    Van   Slyck,  IX. 

316-23;  F.  N.  Scott,  IX,  365-78. 
The  English  Conference.     C.  W.  French,  V,  343-5- 
English,  Report  of  New  England  .Association.     11,  651-3  ;  11,  661-82. 
English  Requirements  —  Special   Report  of  Joint  Committee.     C.  W. 

Frencli,  VI,  344-9. 


32  THE  SCHOOL  REVIEW 

Report  of  Committee  of  Ten  on  English  (discussion).     Ill,  92-100. 

The  Setting  of  a  College- Admission  Paper  in  English.  D.  O.  S. 
Lowell,  X,  755-64;  Mary  A.  Jordan,  X,  764-9;  James  W.  Mac- 
Donald,  X,  769-77. 

Uniform  College-Entrance  Requirements.     V,  231-5  (C.  H.  Thurber). 

Uniform  Entrance  Examinations  in  English.     II,  562-7. 

College-Entrance  Requirements  in  History.  A.  B.  Hart,  A.  L.  Good- 
rich, E.  A.  Start,  John  Tetlow,  Edward  Channing,  R.  G.  Huling, 
F.  A.  Hill,  D.  S.  Sanford,  G.  L.  Fox,  III,  597-631 ;  E.  D.  Eaton, 
C.  W.  French,  IV,  263-72  ;  IV,  370-76  (note) ;  B.  A.  Hinsdale,  IV, 
438-42. 

College-Entrance  Requirements  in  History,  Report  of  the  Conference 
on.     HI,  469-85. 

College-Entrance  Requirements  in  Mathematics.  Paul  H.  Hanus,  IV, 
388-94;  535-8. 

Committee  of  Ten  on  Mathematics.      D.  E.  Smith,  HI,  520-24. 

Committee  on  College-Entrance  Requirements — Portraits  of  the  Mem- 
bers, J.  R.  Bishop,  J.  T.  Buchanan,  Nicholas  Murray  Butler,  Paul 
H.  Hanus,  B.  A.  Hinsdale,  William  Carey  Jones,  A.  F.  Nightin- 
gale, James  E.  Russell,  William  H.  Smiley,  Charles  H.  Thurber. 

College-Entrance  Requirements  in  French.     IV,  342-51. 

College-Entrance  Requirements  in  German.     IV,  352-61. 

College-Entrance  Requirements  in  Modern  Language.  A.  F.  Night- 
ingale, II,  424-33- 

Articulation  of  School  and  College  Work  in  Science.  Alexander  Smith, 
VII,4ii-i7,  453-61,  527-35- 

College-Entrance  Requirements  in  Science.  IV,  395-403  ;  C.  S.  Palmer, 
IV,  452-60. 

Physiography  for  Admission  to  College — An  Alternative  Subject.  W. 
M.  Davis,  HI,  632-40. 

College  Admission.     X,  11-13. 

College-Entrance  Requirements.  VII,  38S-40S.  Report  and  discus- 
sion. A.  F.  Nightingale,  D.  S.  Jordan,  S.  Thurber,  W.  Farrand, 
J.  H.  Kirk  land. 

College-I'^ntrance  Requirements — Preliminary  Report  of  the  Com- 
mittee.     IV,  341-41  2. 

College-Entrance  Requirements,  Report  of  the  ('hairman.  A.  F. 
Nightingale,  IV,  415-23. 

Educational  Values  as  Assessed  by  the  Committee  of  Ten.  W.  1). 
Hyde,  II,  628-45. 


BIBLIOGRAPHY  OF  SECihXIKlRY  EDUCATION  33 

Equalization  of  Admission  Requirements.      F.  W.  Mucjre,  X,  217-23. 

National  Units.     ().  L.  Elliott,  VII,  470-72. 

National  Unifonniiy  in  Secondary  Instruction.     W.  H.  iiuits,  III,  O5 

86. 
Options  in  Admission  Requirements.    John  Tetlow,  C.  W.  Eliot,  E.  H. 

Capen,  E.  P.  Seaver,  F.  A.  Hill,  IV,  745-83. 
Physiography  —  An  .Alternative  Subject  for  .Vdmission.      W.  M.  Davis, 

III,  632-40. 

Preparation  for  College.     W.  J.   Chase,  X,  28-32. 

The  Preparatory    Education    of   Medical    Students.     A.    L.  Benedict, 

VII,  18-23. 
Principles  Underlying  the  Making  of  Courses  of  Study  for  Secondary 

Schools  Stated  from  the  Point  of  View  of  the  University.     B.  A. 

Hinsdale,  VI,  606-14. 
Problems  in  Secondary  F^ducation.     John   Dewey,  X,  13-28. 
Proposed   New  Requirements    for  Admission  to  College  (South).     R. 

W.  Jones,  IX,  105-14. 
Requirements    for   Admission    to   Scientific   Schools.     T.  C.  xMenden- 

hall,  and  discussion.     IV,  713-39. 
Substitutes  for  Admission    Requirements  in   Latin  and  Greek.     W.  D. 

Mooney,  X,  224-7. 
Tabular  Entrance  Requirements.     IV,  342-403. 
Uniform  College-Entrance  Requirements.     C.  H.  Thurber,  V,  28 1-5; 

A.  S.  Cook,  VI,  745,  746. 
Uniform   Entrance  Examinations  in  English.     II,  562-7. 

II.       COMMITTEES    AND    REPORT.S. 

The  Committee   on  College-Entrance  Requirements.     A.  F.  Nightin- 
gale, V,  321-31. 
Committees  Studying  College-Entrance  Requirements,  V,  367-70. 
Committee  of  Ten.     C.  H.  Thurber,  HI,  130-34. 
Committee  of  Ten  on  Mathematics.     D.  E.  Smith,  III,  520-24. 
The  English  Conference.     C.  W.  French,  V,  343-5. 
Important  Reports  for  Secondary  Education.     IV,  541-8. 
National  Uniformity  in  Secondary  Instruction.    W.  H.  Butts,  III,  65-8. 
Preliminary  Report  of  Committee  on  College- Entrance  Requirements. 

IV,  341-412. 

References  on  the  Report  of  the  Committee  of  Ten,  and  on  the  Policy 
of  the  State  toward  I"Mucation.      II,  55S-62. 

Report  of  Chairman,  College-Entrance  Requirements.  A.  F.  Night- 
ingale, IV,  415-23- 


34  THE  SCHOOL  REVIEW 

Report  of  Committee  of  New  England  Association  on  Admission 
Examinations  by  a  Joint  Examining  Board.  Discussion  by  F.  A. 
Hill,  John  K.  Lord,  W.  C.  Collar,  E.  H.  Hall,  George  L.  Fox,  IX, 

613-35- 
Report  of  Committee  on  Program  of  Studies  for  Preparatory  Schools 

in  Southern  States.     J.  H.  Kirkland,  VIH,   72-91. 
Report  of  Committee  on  Secondary  Schools  at  Milwaukee.     V,  556. 
Report  of  Committee  of  Ten  on  English  (discussion).  HI,  92-100. 
Report  of  the  Committee  of  Ten.    J.  C.  Mackenzie,  H,  146-55;    J.  M. 

Taylor,  H,  193-9. 
Report  of  Committee  of  Twelve  on  Greek.     J.  H.  Harris,  IX,  183-9. 
Report  of  Conference  on  History.     Ill,  469-85. 
Report  of  New  England  Association  on   English.     II,  651-82. 
The  Reports  on  Secondary-School  Studies.     R.  G.  Huling,  II,  268-80. 
The  Report  on  Secondary-School  Studies.    J.  G.  Schurman,  II,  83-97. 
Special  Report  of  Joint  Committee   on  English.     C.  W.  French,  VI, 

344-9- 
The  Work  of  the  Committee  of  Ten.     O.  D.  Robinson,  II,  366-72. 

III.       GENERAL    ARTICLES. 

How  Far  Should  High  Schools   do   Collegiate  Work  ?     E.  C.   Peirce, 

V,  1 1 7-21;  A.  W.  Tressler,  V,  121-6;   E.  C.  Warriner,  V,  126,  127. 
The  Influence  of  the  State  University  on  the   Public  School.     R.  H. 

Jesse,  VIII,  466-74. 
Relationship    of    Colleges    to    Secondary    Schools.       R.    G.    Huling, 

Ephraim  Emerton,  F.  W.  Walker,  Charles  W.  Eliot,  J.  Tetlow,  II, 

594-628. 
Relationship  of  Colleges   to  Secondary  Schools.     John  Tetlow,  E.  J. 

(Goodwin,   A.    L.   Goodrich,  James  Jenkins,  J.    B.  Taylor,  M.  H. 

Morgan,  F.  D.  Allen,  Charles  W.  Eliot,  III,  153-84. 
The  Relation  of  the  High  School  to  the  Elementary  School  and  to  the 

College.     C.  B.  Gilbert,  IX,  167-73. 
The  Tendency  of  Students  to  Omit  the  College  Course  that  They  May 

Enter  Professional    Schools  Direct   from   the  Secondary  Schools. 

A.  F.  Nightingale,  V,  73-83. 
The  Transition  from  School  to  College.     L.  B.  R.  Briggs,  VIII,  34-7. 
University   Inspection   of   Secondary  Schools   and   the  Schools  Exam- 
ination Board  of  Harvard  University.      Paul  11.  Ilanus,  II,  257-67. 

IV.       SYSTEMS    OK    ADMISSION. 

Accrediting    of    Secondary    Schools  in  the  University  of  California. 
L.J.   Richardson,  X,  615-19. 


BIBLIOGRAPHY  OF  SKCO.VD.lk' V  KDUCAT/O/V  35 

Admission    ?^\aininations — Report  of   C'oiiuiiiitcc    in    Nesv    England 

Association.      I,  622-38. 
Chicago  Plan  for  l'>ntrancc  .Vduiission.      I\',  30,  31. 
College-Admission  Paper  in   English.      D.  O.  S.  Lowell,  X,  755-64; 

Mary  A.  Jordan,  X,  764-g  ;  James  William  MacDonald,  X,  769-77. 
Entrance     E.xaminations — Some    Conflicting  Views.     A.    T.   Hadley, 

VIII,  583-93- ■ 

Entrance  Requirements  with  a  Comiiion  Board  of  Examiners.  \.  M. 
Butler,  Charles  W.  Eliot,  Seth   Low,  C.  D.  Warfield,  VIII,  26-34. 

Federation  of  Educational  Institutions.  William  MacDonald,  \'II1, 
611-25. 

Report  on  .Vduiission  on  Certitlcate  and  by  Examination.  C.  C.  Ram- 
say, VIII,  593-611. 

Report  on  Admission  Examinations  (New  England).      IX,  613-35. 

Systems  of  Admission  to  LIniversities  and  Colleges.  IV,  301-33:  L 
Diploma  System  Michigan,  B.  A.  Hinsdale,  301-7;  II,  Chi- 
cago Plan,  H.  P.  Judson,  307-9  ;  III,  Examination  System,  C.  H. 
Moore,   309-17;  IV.  Discussions,  318-33. 

Uniform  Entrance  Examination  in  English.      If,  562-7. 

Work  of  College- F^ntrance  Examination  Board  of  the  Middle  States 
and  Maryland.  George  H.  Locke,  IX,  130-32,  477-80  ;  X, 
708-11. 

XI.       HIGH-SCHOOL    AND    GRAMMAR    GRADES. 

From  Grammar  to  High  School.     E.  L.  C.  Morse,  X,  620-25. 

Gap  between   Elementary  and  Secondary  School.     J.  L.  Donahue,  X, 

701-7. 
Relation   of  High  School    to    the    Elementary    School    and    to    the 

College.     C.  B.  Gilbert,  IX,  167-73. 
Relation  of  High  School  to  the  Grades.     G.  H.  Rockwood,  X,  32-6. 

XII.      \\U\n    SCHOOL    AND     1111;     I'CPIL. 

I.       .AD.M'TA'noN     TO    THE    PUPIL. 

Adapting  Our  System   of   I-klucation  to    Present    Needs.     J.  M.  Tvler, 

W.  P>.  Jacobs,  X,  742-54. 
Amount  of    Work    Demanded   of    Pupils    of    Michigan    Public    High 

Schools.     E.  O.  Marsh.  V,  99- 107  ;   l-'.  R.  Hathaway,  \,  107-14  ; 

E.  C.  Goddard,  V,  114,  115  ;   M.  L.  D'Ooge,  V,  116. 
The  Capacities    of  Secondary- School   Students.      1".    \\'.  .\ikinson,  \', 

642-52. 


36  THE  SCHOOL  REVIEW 

Child  Study  in  Secondary  Schools.     F.  W.  Atkinson,  V,  461-6. 

The  Development  of  the  Powers  of  the  Pupil.     E.  L.  Harris,  V,  286-91 . 

Habits  of  Work  and  Methods  of  Study  of  High-School  Pupils  in  Some 
Cities  in  Indiana.     N.  C.  Johnson,  VH,  257-77. 

Higher  Ideals  in  Secondary  Education.  Frederick  Whitton,  VIII, 
257-67. 

How  Can  the  Public  High  School  Reach  Individuals  ?  F.  W.  Atkin- 
son, VIII,  377-87. 

How  Far  is  the  Present  High-School  and  Early  College  Training 
Adapted  to  the  Nature  and  Needs  of  Adolescents  ?  G.  Stanley 
Hall,  IX,  649-65  ;  Charles  W.  Eliot,  IX,  665-73;  Edward  H. 
Smiley,  IX,  673-6. 

The  Individual  vs.  the  Machine.     VIII,  65-71  (C.  H.  Thurber). 

A  Study  of  High-School  Pupils.     M.  T.  Scudder,  VII,  197-214. 

A  Study  of  High-School  Pupils.     VII,  376. 

The  New  Principal.     VII,  67,  68  (C.  H.  Thurber). 

Suggestions  from  the  Psychology  of  Adolescence.  W.  H.  Burnham, 
V,  652-65.     Mary  A.  Jordan,  V,  670-75. 

The  Teacher's  Opportunity  of  Discovering  Individual  Capacities  in 
His  Pupils  and  so  Directing  Them  to  Appropriate  Courses.  W. 
H.  P.  Faunce,  Augustine  Jones.     VIII,  570-83. 

II.       DISCIPLINE. 

Deportment  in  the  High  School.     Webster  Cook,  X,  626-35. 
High-School  Discipline.     C.  L.  Biedenbach,  IV,  228-31. 
High-School  Self-Government.     C.  H.  Thurber,  V,  32-5. 
High-School  Self-Government.     W.  A.  McAndrew,  V,  456-60. 
School  Discipline.     Austin  Lewis,  III,  495-8. 
School  Government.     C.  W.  French,  VI,  35-44. 
School  Government  —  The  Problem.     C.  W.  French,  VUl,  201-12. 
High-School  Management  with   Respect  to  Physical   Exercise.     L.  P. 

Jocelyn,  VII,  225-7. 
High  School  and  Playground.      X,  799,  Soo  (George  II.  Locke). 
Charles  Hoole's  Scholastic  Discipline.     Foster  Watson,  IX,  583-91. 
Moral  Problems  in  the  Public-School  System.   II.  B.  Ryley,  III,  281-7. 
Value  of  Military  Training  and   Discipline   in   Schools.     T.  B.  Bron- 

son,  II,  281-5. 

Ml.       MISCKI-LANEOU-S. 

Athletics.      X,  4-8. 

'i'he  Dangers  of  l-^xaniinalifjiis.      W.  W.  Jacobs,  IV,   675-81. 


BrRTJOGRAPnY  OF  SECONDARY  EDUCATION  37 

Dangers  of  Examinations.     Charles  F.  Wlieelock,  V,  43. 
High-School  Attendance.     F.  D.  Boynton,  X,  558-65. 
High-School  Attendance  in  Nebraska.     IV,  640,  641. 
Temperament  and  Withdrawal  from  School.     S.  D.  Brooks,  X,  446-55. 
The  High-School  Paper  —  Its  Status  and  its  Possibilities.   .\.  !'.  HoUis, 

IX,  174-82. 
The  Long  Vacation  and  the  .Vflernoon    Lessons   in  Oermany.     (Jscar 

Lhiergen,  X,  601-4. 
Nomenclature  in  Secondary  Schools.      F.  K.  Partington,  111,  219-22. 
Problems  in  Secondary  Education.     John  Dewey,  X,  13-28. 
Quarter  System  in  Secondary  Schools.     J.  S.  Brown,  X,  811. 
School  Management  from  the  Side  of  Social   Life.     Florence  Milner, 

S.  B.  Laird,  Florence  Barnard,  VII,  215-24. 
Separation  of  Students  into  Sections  upon  Basis  of  Scholarship,  X,  1,2. 
The  Unprepared  Recitation  in  Secondary  Schools.     I.  B.  Burgess,  IV, 

13-22. 

IV.       MORAL    TRAINING. 

Education  and  Crime.     IV,  59  (note);  A.  B.  A.,  VIII,  42-5. 

School  Statistics  and  Morals.     W.  T.  Harris,  I,   218-25. 

Educational  Diagnosis.     W.  L  Crane,  X,  433-45. 

Ethics  in  the  High  School.     Charity  Dye,  X,  270-85. 

The  Ethical  Value  of  History.     W.  M.  Sloane,  VI,  724-44. 

The  Value  of  History  in  the  Formation  of  Character.    Caroline  Hazard, 

IX,  636-48. 
History  in  its  Relation  to  the  Formation  of  Character.      E.  Van  Dyke 

Robinson,  IX,   553-9- 
Literary    Study   and    Character    Formation.      Edwin    L.   Miller,  VIII, 

285-91. 
Continuous    Moral    Influence   of     the    School    through    College   and 

through  Life.      Fndicptt  Peabody,  VII,  620-31. 
The  Development  of  the  Moral  Selfhood.     W.  I.  Crane,  IX,  347-64. 
The  Moral  Problem  in  the  Public-School  System.     H.   B.  Ryley,  III, 

281-7. 
Moral  Training.     \V.  I.  Crane,  X,  35-40. 
Honor  in  Student  Life.     J.  C.  Mackenzie,  \TI,  69-78. 
The  Honor  System.     T.  A.  Blackford,  VII,  486,  487. 
Spurious  vs.    Real    Patriotism   in    Education.      Woodrow  Wilson,  \  1 1. 

599-620. 
School  Patriotism.      Fndicott  Peabodv,  III,  49S-506. 


38  THE  SCHOOL  REVIEW    ■ 

How  the  High  School  May  Advance  Patriotism.     HI,  293-5. 
Training  for  Citizenship  in  the  Public  Schools.      H.  W.  Thurston,  VI, 
577-97- 

XHI.     HIGH  SCHOOL    AND  SOCIETY. 

The  Value  of  Military  Training   and    Discipline  in   Schools.     T.  B. 

Bronson,  II,  281-5. 
Adapting  Our  System  of  Education  to   Present  Needs.     J.  M.  Tyler 

and  W.  B.  Jacobs,  X,  742-54. 
The  Future  of  the  American  High  School.     J.  R.  Bishop,  III,  287-95. 
Country  High  Schools.     IV,  625,  626. 
High-School  Extension.      F.  A.  Manny,  V,  17  1-7. 
The  Larger  High  School.     P.  W.  Search,  VIII,  220-29. 
Free  High  Schools  for  Rural   Pupils.      H.    R.   Corbett,  VIII,  213-19, 

335-63- 
The  High  School  and  its   Enemies.     Thomas  Vickers,  I,  83-96. 
Higher  Ideals  in  Secondary  Education.      F.  Whitton,  VIII,  261-7. 
How  Far  the  Public  High  School  is  a  Just  Charge  upon  the  Public 

Treasury.     F.  A.  Hill,   T.   M.   Balliet,  R.  G.  Huling,  W.  N.  Rice, 

VI,  746-81. 
The  Meaning   and   Purpose  of   Secondary  Education.     .\.  T.  Hadley, 

X,  729-41. 
The  Obligations  and  Limitations  of  the  High  School.      C.  F.  Thwing, 

IX,  333-46. 

Opinions  as  to  the  Most  Important  Problems  in  Preparatory  and  Col- 
legiate Education.     VI,   145-82. 

The  Place  of  the  High  School  in  an  Ideal  Scheme  of  Public  Educa- 
tion.    Seth  Low,  II,  379-84. 

Present  Tendencies  in  Secondary  Education.  B2.  E.  Brown,  IX, 
446-58,  498-515. 

Problems   in  Secondary  Education.     John  Dewey,  X,  13-28. 

Secondary  Education.      \V.  M.  Smiley,   IV,  523-8. 

State  Aid  to  .Academies  in  New  York  State  —  Why  Not  More?  Ill, 
222,   223. 

TheTeacher  in  Society.      IV,  6S9,  690  (C.  11.    riuirber). 

What  Sliould  the  Modern  Secondary  School  .Vim  to  Accomplish?  I'aul 
il.  llanus,  V,  387-400;  433-44. 

Where  are  the  High-School  Boys?  I"".  \\.  De  Yoe  aiul  (".  11.  rhuri)cr, 
VIM.    234-43- 


BIBLIOGRAPHY  OF  SECONDARY  EDUCATION  39 

xi\.    iiisroRV  oi'  i;i)r(  A  1 1().\. 

History    of    Education  —  What    it    Stands    I-'or.      I).     I..     Kiclde,    IX, 

310-15. 
History  of  Early  Education.     S.  S.  Laurie,  I,  263-9,  353~'^'4.  482-90, 

535-46,668-81;  H,    129-40,   214-36,337-56,419-29,  487-505; 

III,  16-33,  143-52,  21  1-19. 
The  Renaissance  and  the  School.     S.  S.  Laurie,  IV,  140-48,  202-14. 
Charles    Hoole    and     I'^Ienientary    ICducation.       Foster    Watson,    IX, 

526-33- 
Course   of   Study   of    a    Commonwealth    Scliool.      Foster    Watson,    X, 

304-12. 
Charles  Hoole,  a   Schoolmaster  of  the  Commonwealth.      I-oster  Wat- 
son, IX,  433-9- 
Charles  Hoole's  Scholastic  Discipline.      Foster  W^atson,  L\,  5S3-91. 
New  England  Grammar  School,  1635-1700.      W.  H.  Small,  X,  513-31. 
History  of  Secondary  Education  in  the  United  States.      E.  E.  Brown, 

V,  84-94,  139-47.  193-^00,  269-85  ;  VI,  225-38,  357-63,  527-40; 

VII,  36-4r,  103-12,   286-94;   VIII,  485-98,   540-48;   IX,  34-52, 

446-58,  498-515. 
Secondary    Education    in    France    During   the   Tliird    Republic.       I\', 

698-703. 
Vittorino  Da  Feltre.      C.  H.  Thurber,   ^  II,  295-300. 

XV.'     LIBRARIES. 

Libraries.     Anna  Wallace,  \V\,  183-5. 

The  Library  as  an  Aid  to  School  Work.     W.  II.  Bates,  Nil,  1 79-S2. 

Most    Essential    Books  for  a   High- School  Classical    Library.      C.    L. 

Header,  IV,  149-57. 
Public  Libraries  and  Public  Schools.     VI I,  379. 

XVI.      PSV(I1()L()(;V    .VNl)    I'EDAGUGV. 

Apperception.      M.  K.  Smilh,  111,  54S-56. 

The  Influence  of  the  High  School  LIpon  PMucational  Methods.     John 

Dewey,  IV,  1-12. 
Essentials  and  Non-Essentials  from  :.  Pedagogical   Standj)oint.     Julia 

E.  Bulkley,  IV,  23-6. 
The  Growth  of  Mind  as  a  Real  and  the  Influence  of  the  Formal  on  the 

Real.     S.  S.  Laurie,  VI,  1-16.  75-83,  245-56. 
Psychologv  and  Pedagogy.      ^^'.  L.  Gooding,  III,  556-66. 


40  THE  SCHOOL  REVIEW 

Psychology  and  Education.      IX,  602. 

Some  Principles  of  Mental  Education.     E.  W.  Scripture,  III,  533-48. 
Suggestions  from  the  Psychology  of  Adolescence.     W.  H.  Burnham, 
V,  652-83. 

XVII.     SUPERVISION  AND  INSPECTION. 

The  Equipment  of  the  High-School  Principal.  S.  O.  Hartwell,  IX, 
160-66. 

Inspection  of  Schools  in  England,  IV,  58,  59;  VIII,  432,  433. 

Report  on  State  Supervision  of  Degree-Conferring  Institutions.  VI, 
350-56. 

Supervising  Private  Schools.  D.  W.  Abercrombie,  I,  557-61  ;  A.  J. 
Upson,  I,  562,  563;  A.  E.  Winship,  I,  563,  564;  J.  G.  Schurman, 
I,  564-6. 

Supervision  of  Private  Schools  by  the  State  or  Municipal  Authority. 
J.  C.  Mackenzie,  I,  391-9. 

The  Supervisory  Work  of  Principals.     J.  G.  Allen,  I,  291-6. 

The  Work  of  a  High-School  Visitor.     S.  D.  Brooks,  IX,  26-33. 

University  Inspection  of  Secondary  Schools  and  the  Schools  Examina- 
tion Board   of    Harvard   University.      Paul  H.  Hanus,  II,  257-67. 

XVIII.     TRAINING  OF  HIGH-SCHOOL  TEACHERS. 

The  Certification  of  College  and  University  Graduates  as  Teachers  in 

the  Public  Schools.     B.  A.  Hinsdale,  Charles  De  Garmo,  and  E.  E. 

Brown,  VII,  331-71. 
Concerning  High-School  Teachers.     M.  V.  O'Shea,  X,  778-95. 
The  Function  of  the  University  in  the  Training  of  Secondary  Teachers. 

M.  V.  O'Shea,  VIII,  157-70. 
Influence  of  High  School  upon  PMucational   Methods.     John    Dewey, 

IV,  1-12. 
The  New  Principal.      \T1,  67,  68. 
Professional  Training  —  The  Problem  (Germany  and   England).     J.  J. 

Findlay,  I,  281-90. 
Ratio  of  Men  to  Women   in   the   High  Schools  of  the  Ihiited  States. 

A.  F.  Nightingale,  IV,  86-98. 
l'rei)aration    of   the    High-School   Teacher  of   Mathematics.      Paul    H. 

I  lanus,  V,  504-18. 
Preparation  of  Teachers  for  Secondary  Schools.     A.    l-".   Nightingale, 

IV,   129-39. 
The  Salaries  of  Women  Teachers.     IV,  687,  688. 


BIBLIOGRAPHY  OF  SECONDARY  EDUCATION  4  ' 

Specialization  of  the  Work  of    Icachers   in   Secondary  Schools.      I.  I;. 

Burgess,  \',  i-6. 
Suggestions  From  the   Psychology  of  Adolescence.     \\ .  11.  lUirnham, 

V,  652-65. 
The  Training  of  Teachers  for  Secondary  Schools.      \\ .  W.   Jacobs,  V, 

375-86. 
The  Trained  Teacher.      K.  E.  Gates,  VII,  24-8. 
The  Teacher  as  a  Professional  K.xpert.     A.  B.  Hart,  I,  4-14. 
Training   of  Teachers   in   California.     George  H.  Locke,   IX,    193-5, 

403,  404. 
Training  of  Teachers  (England).      VHI,  561. 

The  Training  and  Examination  of  Teachers  at  Oxford.     IV,  484,  485. 
Training  of  Secondary  Teachers  in  Germany.     I,    56,    57,   189,  190, 

253.  254,  319;  III.  315.  316. 
Training   of  Teachers  in   the   Province  of  Ontario,    Canada.      G.  W. 
Ross,  I,  400-407. 


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